Exploring the Impact of Teacher Experience on Beliefs About Reading Instruction in Saudi EFL Classrooms
DOI:
https://doi.org/10.14571/brajets.v18.nse3.131-138Keywords:
College education, Reading instruction, EFL classroomAbstract
This study investigates how teaching experience influences Saudi EFL teachers' beliefs about reading instruction, focusing on skills-based, whole language, and metacognitive strategies. Using a quantitative survey design, 65 Saudi EFL teachers were categorized into novice, intermediate, and veteran groups based on their years of experience. The findings reveal significant differences in instructional preferences: novice teachers favored skills-based models, intermediate teachers exhibited balanced preferences for whole language and metacognitive approaches, and veteran teachers predominantly adopted metacognitive strategies emphasizing learner autonomy. Regression analysis identified professional development and higher qualifications as key factors shaping alignment with innovative teaching strategies. The study underscores the importance of tailored teacher training programs and institutional support in fostering effective instructional practices. Recommendations for future research include longitudinal studies and qualitative investigations to further explore the evolution of teacher beliefs and practices over time.
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